In a New Zealand setting it is important to consider Mäori concepts of giftedness, which differ in part from the more traditional Western view. It is critical that teachers and schools have a clear understanding of the influence of culture when they develop their school definition of giftedness.
The points here are largely drawn from the article Identifying and providing for gifted and talented Mäori students(Bevan-Brown, 2009), unless indicated otherwise.
Concepts and definitions
Mäori giftedness is a broad concept, seen in a more way. Some of the valued areas are spiritual, cognitive, affective, aesthetic, artistic, musical, psychomotor, social, intuitive, creative, leadership and cultural abilities and qualities. Affective qualities are particularly emphasised including:
äwhinatanga: helping and serving others. In a mathematics classroom this could involve students of high ability teaching less able students.
mäia: courage and bravery. This is a critical element of academic risk-taking.
manaakitanga: hospitality.
wairuatanga: spirituality
aroha: love for, caring and sensitivity to others. This can be promoted through group work and strong relationships in the maths classroom.
pukumahi: industriousness and determination. It is important to praise these qualities, as they are hugely influential in whether students succeed at mathematics.
While some of these qualities may not be regularly displayed in a mathematics classroom, awareness of these will show students the value you place on their successes within their culture.
Identification of Mäori students
It is important to accurately identify students from all cultural groups in a classroom, however many minority groups may be disadvantaged by some of the methods commonly used for identification. Two broad approaches to identification are described here, but more information about the suitability of the approach to Mäori students will be included for each method described on the individual pages.
1. The culturally responsive environment approach
This approach centres on a stimulating challenging classroom which encourages giftedness to 'surface'. For Mäori students this must include a cultural element - showing that their culture is valued, affirmed and developed. Such an environment is likely to enhance self-esteem, facilitate learning and encourage Mäori students to resist negative peer pressure against achieving highly. To provide a culturally responsive environment a teacher must:
"value and support cultural diversity in general, and Mäori culture in particular"
"incorporate cultural knowledge, skills, practices, experiences, customs, traditions, values, beliefs, attitudes, behaviours and dispositions"
teach and assess in a manner that "utilises culturally preferred ways of learning" (p. 8)
This approach has been shown to be effective for identification of both Mäori and Polynesian students.
2. The data-gathering approach
This approach includes observations, products processes and performances, nominations and tests, each of which is addressed separately as a means of identification. I note here only that observation by the teacher has been identified by some as the principal method suitable for identifying gifted Mäori students.
Provisions for Mäori students
The first critical requirement is an inclusion of Mäori content, contexts and language school-wide. This normalises the Mäori culture and creates an environment where culturally gifted students may have their abilities and qualities recognised and developed. Suggestions for extension and enrichment of Mäori students gifted in mathematics include:
a survey of Mäori language usage prepared and conducted, extrapolated to predict the future of Te Reo
investigations into the geometric patterns of Mäori string games
comparisons made between traditional Mäori forms of measurement (ine) and those used in Western culture.
Mäori gifted students, similar to other gifted children, should be provided with a variety of activities to stimulate them including individual research and both homogeneous and heterogeneous group learning. However Mäori children should not be isolated from their friends and peers through a gifted program, as this may cause them to intentionally hide their gifts, or misbehave in order to return to a group they did not feel culturally isolated in.
Development of the affective qualities listed above can be facilitated through the use of peer tutoring, tuakana-teina grouping, co-operative learning and peer mediation or mentoring. Involvement of parents, whänau, and the wider community relates to the Mäori concept of whanaungatanga, and can be particularly valuable for gifted Mäori students.
It is important to note that service to, and caring for others (manaakitanga) are highly important concepts for Mäori. Using ones special abilities to help others is a critical aspect of giftedness for Mäori, meaning mixed ability groups, and peer-tutoring may be particularly valuable for gifted Mäori gifted students (Hyde, 2001).
Mäori concepts of giftedness
In a New Zealand setting it is important to consider Mäori concepts of giftedness, which differ in part from the more traditional Western view. It is critical that teachers and schools have a clear understanding of the influence of culture when they develop their school definition of giftedness.
The points here are largely drawn from the article Identifying and providing for gifted and talented Mäori students (Bevan-Brown, 2009), unless indicated otherwise.
Concepts and definitions
Mäori giftedness is a broad concept, seen in a more way. Some of the valued areas are spiritual, cognitive, affective, aesthetic, artistic, musical, psychomotor, social, intuitive, creative, leadership and cultural abilities and qualities. Affective qualities are particularly emphasised including:
- äwhinatanga: helping and serving others. In a mathematics classroom this could involve students of high ability teaching less able students.
- mäia: courage and bravery. This is a critical element of academic risk-taking.
- manaakitanga: hospitality.
- wairuatanga: spirituality
- aroha: love for, caring and sensitivity to others. This can be promoted through group work and strong relationships in the maths classroom.
- pukumahi: industriousness and determination. It is important to praise these qualities, as they are hugely influential in whether students succeed at mathematics.
While some of these qualities may not be regularly displayed in a mathematics classroom, awareness of these will show students the value you place on their successes within their culture.Identification of Mäori students
It is important to accurately identify students from all cultural groups in a classroom, however many minority groups may be disadvantaged by some of the methods commonly used for identification. Two broad approaches to identification are described here, but more information about the suitability of the approach to Mäori students will be included for each method described on the individual pages.
1. The culturally responsive environment approach
This approach centres on a stimulating challenging classroom which encourages giftedness to 'surface'. For Mäori students this must include a cultural element - showing that their culture is valued, affirmed and developed. Such an environment is likely to enhance self-esteem, facilitate learning and encourage Mäori students to resist negative peer pressure against achieving highly. To provide a culturally responsive environment a teacher must:
- "value and support cultural diversity in general, and Mäori culture in particular"
- "incorporate cultural knowledge, skills, practices, experiences, customs, traditions, values, beliefs, attitudes, behaviours and dispositions"
- teach and assess in a manner that "utilises culturally preferred ways of learning" (p. 8)
This approach has been shown to be effective for identification of both Mäori and Polynesian students.2. The data-gathering approach
This approach includes observations, products processes and performances, nominations and tests, each of which is addressed separately as a means of identification. I note here only that observation by the teacher has been identified by some as the principal method suitable for identifying gifted Mäori students.
Provisions for Mäori students
The first critical requirement is an inclusion of Mäori content, contexts and language school-wide. This normalises the Mäori culture and creates an environment where culturally gifted students may have their abilities and qualities recognised and developed. Suggestions for extension and enrichment of Mäori students gifted in mathematics include:
Mäori gifted students, similar to other gifted children, should be provided with a variety of activities to stimulate them including individual research and both homogeneous and heterogeneous group learning. However Mäori children should not be isolated from their friends and peers through a gifted program, as this may cause them to intentionally hide their gifts, or misbehave in order to return to a group they did not feel culturally isolated in.
Development of the affective qualities listed above can be facilitated through the use of peer tutoring, tuakana-teina grouping, co-operative learning and peer mediation or mentoring. Involvement of parents, whänau, and the wider community relates to the Mäori concept of whanaungatanga, and can be particularly valuable for gifted Mäori students.
It is important to note that service to, and caring for others (manaakitanga) are highly important concepts for Mäori. Using ones special abilities to help others is a critical aspect of giftedness for Mäori, meaning mixed ability groups, and peer-tutoring may be particularly valuable for gifted Mäori gifted students (Hyde, 2001).